Navigating Reconceptualist and Feminist Ethics of Care Scholarship to Find a Conceptual Space for Rethinking Children’s Needs in Early Childhood Education
Abstract
The aim of this article is to navigate through differing perspectives on the concept of children’s needs in early childhood education. Reconceptualist scholars critique the developmental narrative of the needy and dependent child. In contrast, feminist ethics of care scholars regard having needs and dependencies as ontologically what it means to be human. The article proposes a potential in-between space that recognizes that children have needs and dependencies, as do all entities. At the same time, this recognition is complicated through entangled ideas about subjectivity, needs interpretation, relationality, ethics, and politics.
Downloads
Metrics
Copyright (c) 2020 Rachel Langford

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors contributing to the Journal of Childhood Studies agree to release their articles under the Creative Commons Attribution-Noncommercial 4.0 International license. This licence allows anyone to share their work (copy, distribute, transmit) and to adapt it for non-commercial purposes provided that appropriate attribution is given, and that in the event of reuse or distribution, the terms of this license are made clear.
Authors retain copyright of their work and grant the journal right of first publication.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.